تبیین نقش محیط و نقش معلم و دانش‌آموز در یادگیری بر اساس مبانی معرفت‌شناختی علوم اعصاب تربیتی
الموضوعات :
قادر فراقی
1
,
محسن فرمهینی فراهانی
2
,
محمد حسن میرزا محمدی
3
1 - دانشجوی دکتری تخصصی فلسفه تعلیم و تربیت، دانشگاه شاهد، تهران، ایران
2 - استاد گروه علوم تربیتی ، دانشکده علوم انسانی ، دانشگاه شاهد، تهران، ایران(نویسنده مسئول)
3 - استاد گروه علوم تربیتی ، دانشکده علوم انسانی ، دانشگاه شاهد، تهران، ایران
الکلمات المفتاحية: علوم اعصاب تربیتی, معرفت‌شناختی, نقش محیط, نقش معلم و دانش‌آموز, یادگیری. ,
ملخص المقالة :
هدف مقاله حاضر بررسی نقش محیط و نقش معلم و دانش‌آموز در یادگیری بر اساس مبانی معرفت‌شناختی علوم اعصاب تربیتی است. در این پژوهش با روش اسنادی و تحلیل محتوای کیفی، مبانی معرفت‌شناختی علوم اعصاب تربیتی تبیین شده‌اند و سپس با استفاده از گزاره‌های معرفت‌شناختی، نقش محیط و نقش معلم و دانش‌آموز مورد استنباط و تحلیل قرار گرفته است. برخی از یافته‌های حاصل برای نقش محیط در یادگیری بر اساس مبانی معرفت‌شناختی علوم اعصاب تربیتی شامل: نقش محیط فیزیکی بر یادگیری، نقش امنیت و فشار روانی محیط بر یادگیری، نقش محیط واقعی و طبیعی و تعامل با آن بر یادگیری، نقش محیط‌های متنوع بر یادگیری، و برخی یافته‌های به‌دست‌آمده برای نقش معلم و دانش‌آموز در یادگیری شامل: ساخت شبکه‌های عصبی جدید در مغز، یادگیری مبتنی بر یکپارچه بودن مغز، یادگیری اجتماعی و نیابتی، یادگیری مبتنی بر هیجان و عواطف، یادگیری مبتنی بر ارزشیابی و بازخورد، یادگیری مبتنی بر تجارب چند حسی، یادگیری مبتنی درگیری کل فیزیولوژی بدن، یادگیری مبتنی بر توجه، یادگیری مبتنی بر پردازش‌های کلی و جزئی، یادگیری مبتنی بر جستجوی معنا و الگوسازی، یادگیری مبتنی بر چالش و تهدید و ترس و اضطراب است. از نتایج به‌دست‌آمده می‌توان برای افزایش کیفیت‌بخشی در امر تعلیم‌وتربیت و به‌ویژه فرایند یاددهی و یادگیری در کلاس درس استفاده کرد.
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